OUP Webinars

looking forward to these Oxford University Press webinars

Getting Your Students to Speak takes a look at why students are sometimes reluctant to speak, or sometimes say the absolute minimum in class

Helping With Academic Writing: a learner's dictionary of academic English looks at the core academic vocabulary and choosing the right word in students' writings

and Recycling, Reinforcing and Building on New Language for Young Learners, a seminar on how to help your students learn more by 'teaching them less'!

commentary

Do you have a problem with these sounds? How do you say these words 'good' and 'would'? Are they the same?

/v/ & /w/ 

vine    wine 

How to make the sounds :

To make the /v/ sound, put your upper teeth onto your lower lip. Use your voice as your breath passes 

through the teeth and lower lip. To make the /w/ sound, push the lips forward and say /u/, then let the tongue 

and lower lip drop. When you let the first sound glide into the second (usually a vowel follows), /w/ is 

produced. In this Unit, /w/ is not distinguished from /h/ (wail vs. whale)

Professional Development | Navitas (Australia ELICOS)

key moment -

during class we looked at a vocabulary table: a way to record new words for the the duration of the course in the back of their books. Columns included item, form, collocation, pronunciation, translation, and idea. 

I kept the table on the board and during the next activity, Stop the Bus, it became useful. In Stop The Bus SS elicit from their teams TL put on slips of paper at their table. I think having the vocabulary table on the board was convenient for this activity because it could be used as an aid throughout the game: to help in their eliciting of words from their team they could also talk about the form, collocation, and idea of the word as we had seen earlier by doing the other examples on the board.

Professional Development | Navitas (Australia ELICOS)

Setting a few alarms for class today worked well to keep us moving, to ration out time to tasks, and to maintain a good pace. 

Ss responded well to games and task-based activities.